Educ10 Mission Statement

Mission Statement
Alicia Bernard
EDUC 6610: Teacher as Professional
January 19, 2014
Mission Statement

A mission statement is similar to a road map; we have to consult it ever so often to stay on track or as a reminder of our purpose for accomplishing our goals. A well-known educator and author stated, “ writing or reviewing a mission statement changes you because it forces you to think through your priorities deeply, carefully and to align your behavior with your beliefs ” (Covey, 1990). It is believed that teachers who have a clear knowledge of their responsibility in the classroom are usually more effective than those who have no set plans. While viewing a video presentation on the ‘Power of mission’, the speaker explained that,
“High performing teachers keep in touch with what their purpose is” (Laureate Education, 2010b). Therefore, a mission statement enables the teachers to accept the responsibility for the direction in which the classes take or how the students are motivated to learn.
After consulting four teachers and a parent, with a rough draft of a mission statement, it was suggested that I incorporate creative writing and critical thinking to the list of things I want to accomplish as a part of my mission as an educator because these are some of the skills our students will need in the future.
My mission is to establish a learning environment that is conducive to developing skills in critical thinking and creative writing. I will also encourage my students to think positively and to aim high by providing them with real life experiences that will aid them in appreciating the past in order to embrace the future as successful
citizens.
In order to accomplish this goal, I will encourage my students to think outside of the box.
An example of this is to ask the students to imagine that they were on one of Christopher
Columbus’ voyages. They will be asked to describe the setting, the mood of the sailors on board the ship and the major events that occurred. This will give the students the freedom to use their unique and wild imagination to create a descriptive essay. By doing this, the students will be trained to become critical thinkers and not “mere reflectors of other men’ thoughts.”
(White, 1952).
When writing my lesson plans for the week, I will consult my mission statement to ensure that the instructional material will reflect what it is that I am trying to accomplish with the students. I will also encourage my students to have positive attitudes because it will be their attitudes that will determine how much they will achieve in their future endeavors. It is believed that “ the goal of education is not to teach subject matter but to promote the development of productive and positive human beings”, (Kottler, Zehm, & Kottler, 2005). These encouragements will be carried out by positive reinforcements like praises, stickers, treats, one on one discussions, my personal testimony or inspirational stories from other individuals who have struggled in the past but have succeeded like Benjamin Carson and Nelson Mandela. As Ms. Sonia Nieto explains, teachers have an awesome task in helping to mold the lives of their students on a daily basis even more than they can imagine. (p.34)
It is important that my students understand that teachers are humans also. Therefore having a great sense of humor is ‘key’. This sense of humor is important not only in breaking the ice in order for my students to feel more comfortable in my classroom but also an attempt to build effective teacher/student relationship that will foster a learning environment where students will be excited to learn more about History. It is important to grab my students’ attention early and maintain it. This can only be done by the methods I use to express my passion about the content and certainly adding a little humor along the way. Some of these methods may be a popular song like ‘Emancipate yourself from mental slavery’, by Bob Marley to introduce some of the social struggles that blacks faced after slavery, or showing them video clips of the developments of the car industry and sky Scrapers to illustrate ‘The Roaring Twenties’.
When teachers incorporate humor in their classroom, it provides an influential method to help teachers to reach their goal (Kottler et al, 2005, p.17).
I will display this mission statement on my locker door, next to my desk so I will have an easy access to it, especially during times when I may become frustrated and feel like giving up on a student who may be failing my class and do not seem to care. It will remind me that my purpose is to serve and motivate others to reach their full potential. As Lee Canter explained in the video ‘ The Power of belief ‘, a high performing teacher never gives up because “they believe that all children can succeed”(Laureate Education, 2010). It is this kind of teacher who can make a difference in the lives of the
students.
Just as how I need my instructional materials like: textbooks, world map, educational videos and lesson plans to guide me during my sessions of teaching, I will also need my mission statement to keep me grounded. It will remind me of the goals that I had set for myself as well as for my students. Others are depending on me to equip these students with the best tools necessary to create positive leaders who are critical thinkers and who are creative enough to make something out of nothing. It was Dr. Robert Sternberg in the video entitled ‘ High Expectations’ who explained that “ A key to staying successful in school is having high expectation for students”(Laureate Education, 2010). When students recognize how much we are expecting from them and truly care about the future, we hope they too will work hard to achieve their ultimate goals. References
Covey, S.(1990). The seventh habits of highly effective people: Restoring the ethics. New York: Simon & Schuster.
Kottler, J.Z., Zehm, S.J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd ed.). Thousand Oaks, California: Corwin Press.
Laureate Education, Inc.(2010). High Expectations with Dr. Robert Sternberg. Retrieved from (https://class.walden.edu/webapps/portal.frameset
Laureate Education, Inc. (2010). The Power of Belief with Lee Canter. Retrieved from (https://class.walden.edu/webapps/portal.frameset.jsp
Laureate Education, Inc. (2010b). The Power of Mission with Lee Canter. Retrieved from (https:// class.walden.edu/ webapps/portal.frameset.jsp
Nieto, S. 2003). What keeps teachers going? New York: Teachers College Press.
White, E.G. (1952). Education. Mountain View, California: Pacific Press Publishing Association.
Formative Evaluative Criteria for Applications and Reflective Essays to be used in te following core courses: EDUC 6610, EDUC 6650, EDUC 6657, EDUC 6653
Quality of Work Submitted
Work reflects graduate-level critical, analytical thinking. A: Exemplary Work
A = 4.00; A- = 3.75
All of the previous, in addition to the following: B: Graduate Level Work
B+ = 3.50; B = 3.00; B- = 2.75
All of the previous, in addition to the following: C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
Adherence to Assignment Expectations
The extent to which work meets the assigned criteria. Assignment exceeds expectations, integrating additional material and/or information.
Assignment demonstrates exceptional breadth and depth. All parts of the assignment are completed, with fully developed topics.
The work is presented in a thorough and detailed manner.
Assignment demonstrates appropriate breadth and depth. Most parts of assignment are completed. Topics are not fully developed.
Assignment demonstrates minimal depth and breadth. Does not fulfill the expectations of the assignment.
Key components are not included.
Assignment lacks breadth and depth.
Assimilation and Synthesis of Ideas
The extent to which the work reflects the student’s ability to-
Understand the assignment’s purpose;
Understand and analyze material in videos, readings, and discussions;
Apply presented strategies
**May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings. . Demonstrates the ability intellectually to explore and/or implement key instructional concepts.
Demonstrates exceptional inclusion of major points, using creditable sources**, in addition to course videos or required readings.
Demonstrates insightful reflection and/or critical thinking. Demonstrates a clear understanding of the assignment’s purpose.
Includes specific information from course videos or required readings to support major points.
Provides careful consideration of key instructional concepts. Shows some degree of understanding of the assignment’s purpose.
Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped
Minimally includes specific information from course videos or required readings. Shows a lack of understanding of the assignment’s purpose. Does not apply theories, concepts, and/or strategies
Does not include specific information from course videos or required readings.
Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented in APA format;
Standard Edited English ( i.e. correct grammar, mechanics). Represents scholarly writing in a correct APA format.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.
Effective sentence variety; clear, concise, and powerful expression are evident.
Work is written in Standard Edited English. No prominent errors interfere with reading. Work is well organized with correct APA formatting throughout.
Ideas are clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are included.
Work is written in Standard Edited English with few, if any, grammatical or mechanical errors Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed.
Ideas are not clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are not included.
Work contains more than a few grammatical, or mechanical errors.
The quality of writing and/or APA formatting are not acceptable for graduate level work.
Major points do not reflect appropriate elements of communication.
No effort to express ideas clearly and concisely.
Work is not written in Standard Edited English. Contains many grammatical or mechanical errors
Final Assignment Grade A: Exemplary Work
A = 4.00; A- = 3.75 B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75 C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00